Contribution to SEDA CPD Framework workshop, May 2012 Alison Nimmo GCU LEAD (Learning Enhancement & Academic Develo

1. CPD Frameworks in Learning and Teaching – Thinking Differently Contribution to SEDA CPD Framework workshop, May 2012 Alison Nimmo GCU LEAD (Learning Enhancement & Academic Development) Glasgow Caledonian University

2. GCU LEAD (Learning Enhancement & Academic Development Scenario 4 Aim: to develop innovative teaching and learning within GCU and further afield. Model: • Partnership matrix model: • 5 themes- horizontal partnership • 3 Schools – vertical partnership

3. Scenario 4 Tansformational change Model for transformational change Perpetual transition management Trigger Vision Conversion Maintenance and renewal (Bucanan and McCalmun, 1989) external factors, trends, blue skies thinking future directions, strategy, innovations diffusion of ideas, implementation, support structures, reward reflection, evaluation, enhancement

4. Scenario 4 Triggers Key Information Sets (KIS) - Heads of Dept League Tables - Senior Executive International Student Barometer - International partnerships Quality of Student Experience - Student Association - QAA HEA CPD Framework Pilot

5. Scenario 4 Tansformational change Vision Change at institutional level in: Awareness of UKPSF Perception of teacher recognition Level of recognised staff - 75% by 2015 Model Build on existing Distributive Leadership principles

6. Distributive Leadership – GCU’s Definition Develop capability for engaging in, and leading innovation in learning and teaching across all levels of the teaching community Support a cascading model of CPD and encourage the development of reflective teachers Leadership based on action (action research) not on job title

7. Scenario 4 Conversion Issues Previous attempts to integrate failed Only new or inexperienced staff engaged with UKPSF Potential Solution Build in scaffolded routes to recognition for experienced staff based on familiar CPD opportunities Create distinct support for experienced staff

8. Scenario 4 Conversion Recognition through: Formal Taught provision D1 – PEC D2 - PgC Informal CPD: D1 – D4 Recognition Claims New Partnership Team Scenario 3

9. Scenario 4 Thinking differently Step 1: Create Brand Identity Brand Identity • AcceleRATE – Recognising Achievement in Teaching Excellence Experienced staff only Recognising what you’re already doing

10. Scenario 4 Thinking differently Step 2: Update our CPD Policy and Framework in Learning and Teaching Step 3: Refresh and integrate existing CPD provision particularly to support core knowledge and professional values dimensions Scenario 3

11. Scenario 4 Tansformational change Thinking differently Refreshing: AcceleRATE Partnership Team Structured handbook Top up workshops Top up online materials Reflective collaborative blog E-Portfolio R

12. Scenario 4 Thinking differently Step 4: Embed in HR processes Step 5: Embed in familiar CPD practice Scenario 3

13. Scenario 4 GCU LEAD Familiar practice: PDAR Promotion round School based CPD Scholars and Associates Action research Teaching Awards

14. Thinking Differently – Key Learning Points • The Framework is accredited by the HEA, not each component • The process is one of recognising eligibility for fellowship • Either following the award of your university accredited programme or • through presentation of a successful Recognition Claim Issue: • Transparency

15. Thinking Differently – Key Learning Points A CPD Framework encompasses An Assessment Board to award academic credit A Recognition Panel for e-portfolio recognition claims A FrameworkBoard who confirm professional recognition across D1-D4 on recommendations of above Board and Panel

16. Thinking Differently – Key Learning Points Need to revise current credit bearing programmes now for re-accreditation (even if not due until 2013) All provision is accredited once through the CPD Framework accreditation process All credit bearing programmes into captured in the one Framework Issue? Can all formal taught CPD provision be updated and integrated where not centrally delivered

17. Vision Extending reputation Thinking differently – key learning points for me • UKPSF is focussed on activity and practice • Not on roles • Consider the term ‘category’ of fellowship and not levels to avoid implying hierarchy Issue? • How communicate to ‘senior’ staff that they will not automatically qualify for PF

18. Thinking differently - Key learning points for me Presentation of evidence Volume of evidence Issue: Tension between written presentation and oral presentation of evidence

19. Thinking differently – key learning points for me Nature of a PF recognition claim Is qualitatively different Issue? How know what evidence expected when no PFs in own institution

20. Scenario 4 Tansformational change Thinking differently – Key Learning Points Externality of the process HEA accreditor External accreditor Sustainability of the process Consortia approaches Non competitive Issue? Volume overload for HEA Appeals procedure Turning down claims from ‘senior’ staff

21. Scenario 4 Maintenance and Renewal Re-accreditation every three years Need to get accredited first!

22. CPD Frameworks in Learning and Teaching – Thinking Differently Contribution to SEDA CPD Framework workshop, May 2012 Alison Nimmo GCU LEAD (Learning Enhancement & Academic Development) Glasgow Caledonian University